Prévia do material em texto
Declínio de polinizadores como questão sociocientífica... | 167 CONRADO, D. M. et al. Ensino de biologia a partir de questões sociocientíficas: uma experiência com ingressantes em curso de licenciatura. Indagatio Didactica, Aveiro, v. 8, n. 1, p. 1132-1147, jul. 2016. CONRADO, D. M.; NUNES-NETO, N. F. Dimensões do conteúdo em questões sociocientíficas no ensino de ecologia. In: ENCONTRO NACIONAL DE EDUCAÇÃO EM CIÊNCIAS, 16., 2015, Lisboa. Anais... Lisboa: ENEC, 2015. p. 432-435. CONRADO, D. M.; NUNES-NETO, N. F.; EL-HANI, C. N. Argumentação sobre problemas socioambientais no ensino de biologia. Educação em Revista, Belo Horizonte, v. 31, p. 329-357, 2015. CONRADO, D. M.; NUNES-NETO, N. F.; EL-HANI, C. N. Aprendizagem Baseada em Problemas (ABP) na Educação Científica como Estratégia para Formação do Cidadão Socioambientalmente Responsável. Revista Brasileira de Pesquisa em Educação em Ciências, Belo Horizonte, v. 14, p. 77-87, 2014. COOPER, G. J.; EL-HANI, C. N.; NUNES-NETO, N. F. Three approaches to the teleological and normative aspects of ecological functions. In: ELDREDGE, N. et al. (Ed.). Evolutionary Theory: a hierarchical perspective. Chicago: University of Chicago Press, 2016. CUTLER, G. C.; SCOTT-DUPREE, C. D. A field study examining the effects of exposure to neonicotinoid seed-treated corn on commercial bumble bee colonies. Ecotoxicology, [S.l.], v. 23, p. 1755-1763, 2014. DEELMAN, A.; HOEBERIGS, B. A ABP no contexto da Universidade de Maastricht. In: ARAÚJO, U. F.; SASTRE, G. (Org.). Aprendizagem baseada em problemas no ensino superior. São Paulo: Summus, 2009. p. 79-100. DILLON, J. Science, environment and health education: towards a reconceptualisation of their mutual interdependences. In: ZEYER, A.; KYBURZ-GRABER, R. (Ed.). Science, environment, health: towards a renewed pedagogy for science education. Dordrecht: Springer, 2012. p. 87-101. DOCHY, F. et al. Effects of problem-based learning: a meta-analysis. Learning and Instruction, Oxford, v. 13, p. 533-568, 2003. DOUBLET, V. et al. Bees under stress: sublethal doses of a neonicotinoid pesticide and pathogens interact to elevate honey bee mortality across the life cycle. Environmental Microbiology, Oxford, v. 17, n. 4, p. 969-983, 2014. DUCH, B. J.; GROH, S. E. Assessment strategies in a problem-based learning course. In: DUCH, B. J.; GROH, S. E.; ALLEN, D. E. (Ed.). The power of problem-based learning: a practical “how to” for teaching undergraduate courses in any discipline. Sterling: Stylus Publishing, 2001. p. 95-108. DUNNE, J. A.; WILLIAMS, R. J. Cascading extinctions and community collapse in model food webs. Philosophical Transactions of the Royal Society B, London, v. 364, p. 1711–1723, 2009. questoes sociocientificas-miolo.indd 167 05/03/18 16:02 168 | Dália Melissa Conrado / Nei Nunes-Neto / Blandina F. Viana / Charbel N. El-Hani EILERS, E. J. et al. Contribution of pollinator-mediated crops to nutrients in the human food supply. PLoS ONE, San Francisco, v. 6, n. 6, p. 1-6, 2011. ELLIS, A. M.; MYERS, S. S.; RICKETTS, T. H. Do Pollinators Contribute to Nutritional Health? PLoS ONE, San Francisco, v. 10, n. 1, p. 1-17, 2015. FEDERICO AGRASO, M.; JIMÉNEZ ALEIXANDRE, M. P. ¿Clonación terapéutica?: decisiones sobre dilemas éticos en el aula. Alambique: Didáctica de las ciencias experimentales, Barcelona, n. 49, p. 43-50, 2006. FEINSTEIN, N. W.; KIRCHGASLER, K. L. Sustainability in science education? how the next generation science standards approach sustainability, and why it matters. Science Education, [S.l.], v. 99, n. 1, p. 121-144, 2015. FENSHAM, P. J. Preparing citizens for a complex world: the grand challenge of teaching socio-scientific issues in science education. In: ZEYER, A.; KYBURZ- GRABER, R. (Ed.). Science, environment, health: towards a renewed pedagogy for science education. Dordrecht: Springer, 2012. p. 7-29. GARIBALDI, L. et al. Wild pollinators enhance fruit set of crops regardless of honey bee abundance. Science, Washington, v. 339, n. 6127, p. 1608-1611, 2013. GIJBELS, D.; et al. Effects of problem-based learning: a meta-analysis from the angle of assessment. Review of Educational Research, Washington, v. 75, n. 1, p. 27-61, 2005. GIJSELAERS, W. Perspectives on problem-based learning. In: GIJSELAERS, W. et al. (Ed.). Educational innovation in economics and business administration: the case of problem-based learning. Dordrecht: Kluwer, 1995. p. 39-52. GIROUX, H. A. Cultural studies, public pedagogy, and the responsibility of intellectuals. Communication and Critical/Cultural Studies, Oxfordshire, v. 1, p. 59-79, 2004. GIROUX, H. A.; GIROUX, S. S. Challenging neoliberalism’s new world order: the promise of critical pedagogy. Cultural Studies/Critical Methodologies, Thousand Oaks, v. 6, p. 21-32, 2006. GOULSON, D. Review: an overview of the environmental risks posed by neonicotinoid insecticides. Journal of Applied Ecology, Oxford,v. 50, n. 4, p. 977-987, 2013. GOULSON, D. Effects of introduced bees on native ecosystems. Annual Review of Ecology, Evolution, and Systematics, Palo Alto, Calif., v. 34. p. 1-26, 2003. HAMPSON, G. P. Eco-logical education for the long emergency. Futures, Guildford, v. 44, p. 71-80, 2012. HODSON, D. Challenging traditional views of the nature of science and scientific inquiry. In: ALSOP, S.; BENCZE, L.; PEDRETTI, E. (Ed.). Analysing exemplary science teaching: theoretical lenses and a spectrum of possibilities for practice. London: Open University Press, 2004a. p. 96-105. questoes sociocientificas-miolo.indd 168 05/03/18 16:02 Declínio de polinizadores como questão sociocientífica... | 169 HODSON, D. Don’t be nervous, don’t be flustered, don’t be scared. be prepared. Canadian Journal of Science, Mathematics and Technology Education, Toronto, v. 13, n. 4, p. 313-331, 2013. HODSON, D. Going Beyond STS: towards a curriculum for sociopolitical. Science Education Review, Queensland, v. 3, n. 1, p. 2-7, 2004b. HODSON, D. Looking to the future: building a curriculum for social activism. Rotterdam: Sense Publishers, 2011. IMPERATRIZ-FONSECA, V. L. et al. O desaparecimento das abelhas melíferas (Apismellifera) e as perspectivas do uso de abelhas não melíferas na polinização. In: SEMANA DOS POLINIZADORES, 3., 2012, Petrolina. Anais... Petrolina: Embrapa Semiárido, 2012. p. 213-226. Disponível em: . JAMIESON, D. Ética e meio ambiente: uma introdução. Tradução de André Luiz de Alvarenga. São Paulo: SENAC, 2010. JAROSZ, L. Political ecology as ethical practice. Political Geography, [S.l.], v. 23, p. 917- 927, 2004. KAHN, R. Critical pedagogy, ecoliteracy, and planetary crisis: the ecopedagogy movement. New York: Peter Lang, 2010. (Counterpoints: Studies in the Postmodern Theory of Education, v. 359). KENNEDY, C. M. A global quantitative synthesis of local and landscape effects on wild bee pollinators in agroecosystems. Ecology Letters, Oxford, v. 16, n. 5, p. 584-599, 2013. KLEIN, A. M. et al. Importance of pollinators in changing landscapes for world crops. Proceedings Biological Sciences, [S.l.], v. 274, n. 1608, p. 303-313, 2007. KNIGHT, J. K.; WOOD, W. B. Teaching more by lecturing less. The American Society for Cell Biology, Bethesda, v. 4, n. 4, p. 298-310, 2005. KRASILCHIK, M. Prática de ensino de biologia. São Paulo: EDUSP, 2004. KREMEN, C.; ILES, A.; BACON, C. Diversified farming systems: an agroecological, systems-based alternative to modern industrial agriculture. Ecology and Society, Wolfville, v. 17, n. 4, p. 44-63, 2012. LATOUR, B. Reassembling the social: an introduction to actor-network-theory. Oxford: Oxford University Press, 2005. LEE, M. G. C.; TAN, O. S. Collaboration, dialogue, and critical openness through problem-based learning processes. In: TAN, O.-S. (Ed.). Enhancing thinking through problem-based learning approaches: international perspectives. Singapore:Cengage Learning, 2004. p. 133-144. LEVINSON, R. Science education and democratic participation: an uneasy congruence? Studies in Science Education, Inglaterra, v. 46, n. 1, p. 69-119, 2010. questoes sociocientificas-miolo.indd 169 05/03/18 16:02 170 | Dália Melissa Conrado / Nei Nunes-Neto / Blandina F. Viana / Charbel N. El-Hani LIMA, M. C.; ROCHA, S. A. Efeitos dos agrotóxicos sobre as abelhas silvestres no Brasil: proposta metodológica de acompanhamento. Brasília, DF: Ibama, 2012. LINHARES, E.; REIS, P. A discussão de controvérsias sócio-científicas a partir de documentários em vídeo. In: MEMBIELA, P.; CASADO, N.; CEBREIROS, M. I. (Ed.). Retos y perspectivas en la enseñanza de las ciencias: retos e perspectivas no ensino das ciencias. Ourense: Edita Educación, 2013. p. 115-120. MILLENNIUM ECOSYSTEM ASSESSMENT. Ecosystems and Human Well-Being: Synthesis. Washington: World Resources Institute, 2005. MATTHEWS, M. R. Science teaching: the role of history and philosophy of science. London: Routledge, 1994. MAURER, H.; NEUHOLD, C. Problems everywhere? strengths and challenges of a problem-based learning approach in european studies. Higher Education Academy Social Science Conference. Liverpool, May 2012. Disponível em: . Acesso em: 20 dez. 2015. MINTEER, B. A.; COLLINS, J. P. Ecological ethics: building a new tool kit for ecologists and biodiversity managers. Conservation Biology, Boston, v. 19, n. 6, p. 1803- 1812, 2005. MOREIRA, M. A. Aprendizagem significativa em mapas conceituais. Porto Alegre: UFRGS, 2013. MOREIRA, M. A. Mapas conceituais e aprendizagem significativa. São Paulo: Centauro, 2010. MORENO, A.; MOSSIO, M. Biological autonomy: a philosophical and theoretical enquiry. Dordrecht: Springer, 2015. MORTIMER, E. F. et al. Conceptual profiles: theoretical-methodological bases of a research program. In: MORTIMER, E. F.; EL-HANI, C. N. (Ed.). Conceptual profiles: a theory of teaching and learning scientific concepts. Dordrecht: Springer, 2014. p. 3-33. MOSSIO, M.; SABORIDO, C.; MORENO, A. An Organizational Account for Biological Functions. British Journal for the Philosophy of Science, Aberdeen, v. 60, p. 813-841, 2009. NICOLE, W. Pollinator power: nutrition security benefits of an ecosystem service. Environmental Health Perspectives, Research Triangle ParK, v. 123, n. 8, p. A210-A215, 2015. NOSS, R. F. Values are a good thing in conservation biology. Conservation Biology, Boston, v. 21, n. 1, p. 18-20, 2007. NOVAK, J. D. Learning, creating, and using knowledge: concept maps as facilitative tools in schools and corporations. Journal of e-Learning and Knowledge Society, Research Triangle Park, v. 6, n. 3, p. 21-30, Sep. 2010. questoes sociocientificas-miolo.indd 170 05/03/18 16:02